Lecture 6: Talent, Expertise and Learning Flashcards
explain how Galton was involved with talent research
Galton was the first person to mention talent, and he believed it to be fully hereditary through genetics. Later he did more research into the nature but also nurture of talent, how its environment stimulates talent, but he kept believing “nature” was far more important than “nurture”
give 2 examples of environmental factors that have an influence on talent
- order of birth; later borns partake in more risky sports and even in safer sports they take more risks
- deliberate practice
Summarize what Simonton says about the effect of genetic factors on performance
Talent can be seen as a large number of differentially weighted genetically influenced abilities and traits;
- Genetic factors account for a significant portion of variance in performance, but less than half.
- Estimates suggest genetic endowment may explain about 20% of variance in scientific creativity and 17% in leadership.
- Genetic factors provide a competitive edge, but environmental influences are also crucial in shaping overall performance.
explain the formal model of nature-nurture in relation to sports
- at the top theres GF - genetic factors and EF - environmental factors, which are assumed to be uncorrelated
- GF and EF underlie two further variables; PA - physical abilities (eg. height, hand-eye coordination, strength) and PT -psychological traits (eg. general intelligence, personality, values, risk-taking)
–> they are a function of both GF and EF - both PA and PT underlie DP - deliberate practice (eg. knowledge, capacities, skills)
- PA, PT and DP underlie AP - athlete’s position (whithin a team sport)
explain how talent is defined based on this model
talent is defined by any sequence of variables of the following four kinds:
a) GF –> PA –> AP
b) GF –> PT –> AP
c) GF –> PA –> DP –> AP
d) GF –> PT –> DP –> AP
–> talent consists of all genetic influences that indirectly affect athletic performance, whether mediated by just physical abilities or psychological traits or also mediated by deliberate practice
give 2 types of mediator causal chains
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genetic better-faster effects = entail those two causal sequences—(c) and (d)—that involve deliberate practice as a mediating variable after the preceding mediators, physical abilities and psychological traits
–> describe instances where deliberate practice is indirectly enhanced by genetic factors, the enhancement frequently taking the form of accelerated expertise acquisition -
genetic more-bang-for-the-buck effects = involve those causal chains—(a) and (b)—that bypass deliberate practice altogether, the effects of physical abilities and psychological traits going directly to athletic performance
–> describes the case where one athlete seems to have mastered the same expertise as another athlete, as judged during practice, but manages to exhibit superior performance during competition
what are 3 oversimplifications of the formal model
- It is not always easy to separate genetic and environmental factors (many supposedly environmental variables may actually have a partial genetic basis)
- only allows for genetic factors to function in a straightforward additive and static manner
- the model assumes that the crucial variables in the six sets of variables can all be arrayed as causal chains, no two-way causal relations or feedback loops are allowed
explain what three forms genetic environment causal relations can adopt
- passive; where genetically related parents shape the family environment
- evocative; where the youth’s genetically influenced characteristics elicit corresponding responses from others (e.g., tall kids getting chosen for pick-up basketball on the school playground)
- active; where the youth’s genetically shaped interests drive them to shape his or her environment
name the empirical method that Galton used to support his claim that there was such a thing as hereditary genius
Family Pedigree Method:
- Galton utilized this method to trace the lineage of eminent individuals.
- He documented the incidence rates of eminent achievers being related to other eminent achievers.
- This method allowed him to establish a statistical correlation between familial relationships and the occurrence of genius across various domains.
Explain what Simonton means when he says: ‘Advocates for deliberate practice have often pushed an extreme nurture position.’
- Advocates emphasize the importance of practice and environmental factors in achieving high performance.
- This perspective downplays or ignores the role of genetic predispositions and inherent abilities.
- Simonton suggests that while practice is important, it should not overshadow the contributions of genetic factors to talent and performance.
Explain how the relative weight of a certain talent can vary across different performance domains
- The impact of genetic factors on performance can differ based on the specific requirements of each domain.
- Some talents may be more heavily influenced by genetic predispositions in certain fields (e.g., athletics) compared to others (e.g., arts).
- This variability highlights the complex interplay between genetic and environmental factors across different contexts.
Describe what position Simonton takes in the nature-nurture debate
- He advocates for a balanced view that recognizes the contributions of both genetic and environmental factors.
- He suggests that talent is a product of complex interactions between nature and nurture, rather than being solely determined by one or the other.
emergenesis
= A form of inheritance where the expression of a trait depends on the combination of multiple genetic factors. If any single trait is missing, the overall effect is diminished, highlighting the complexity of genetic interactions.
epigenetic growth
= Refers to the gradual unfolding of traits over time, influenced by environmental factors. Traits may not manifest immediately but develop through experiences and interactions throughout an individual’s life.
Describe the traditional view of skill acquisition:
- Skill acquisition traditionally emphasized innate talent and experience.
- It was believed that individuals with natural abilities would excel with minimal training.
- The focus was on the quantity of practice rather than the quality or type of practice.
- Skills were thought to develop linearly with experience, without considering the structured approach to practice.
how does the achievement of expert performance differ from the attainment of everyday skills
- the goal for everyday activities is to achieve a satisfactory level as fast as possible, until it becomes automatic and with minimal effort (autonomous)
- experts counteract automaticity by developing increasingly complex mental representations to attain higher levels of control of their performance, so they remain within the “cogntive” and “associative” domains
explain why experience does not always lead to expert performance, give the name of its solution and an example of the difference
social/simple experience-based indicators of expertise do not guarantee superior performance
- Being regarded as an expert may be based on reputation, knowledge, or experience.
- Delivering expert performance refers to consistently achieving superior results in practice or competition.
- An expert may not always perform at their best due to various factors (e.g., stress, fatigue).
–> focus should be on individuals who exhibit reproducibly superior performance
example:
you can have studied a subject for many years, but this does not mean that you can always understand/know something better than others in the field (RSP)
who is one of hollands most influential experimental psychologists
adriaan de groot
what is meant by representative situations
- Representative situations are practice environments that closely mimic real-world conditions.
- They allow learners to apply skills in contexts that reflect actual performance scenarios.
- Engaging in representative situations enhances transferability of skills to competitive settings.
what type of experience will lead to improved performance
domain-specific experience (domain-related activities)
what is the likelihood of the existence of prodigies that are capable of expert performance with little/no practice
not very high, there is no evidence for this; neither is there evidence for abrupt improvements/reproducible performance –> improvement is always gradual